Remember to Plan for a Continuum of Learning Needs • PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be ‘universally accessible’ • Include staff on the planning team who can make recommendations about universal design and differentiated instruction • Deliberate planning of core intervention components with an eye toward inclusion, for example: – Design of how expectations are represented – Clear ‘school is a community’ message – Incentive systems that promote community – Accommodations during school-wide events NJPBSIS is funded through the I.D.E.A. Act, Part B.

Remember to Plan for a Continuum of Learning Needs PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be

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Remember to Plan for a Continuum of Learning Needs

• PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be ‘universally accessible’

• Include staff on the planning team who can make recommendations about universal design and differentiated instruction

• Deliberate planning of core intervention components with an eye toward inclusion, for example:– Design of how expectations are represented– Clear ‘school is a community’ message– Incentive systems that promote community– Accommodations during school-wide events

NJPBSIS is funded through the I.D.E.A. Act, Part B.

Page 2: Remember to Plan for a Continuum of Learning Needs PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be

Core Lesson Plan and Instructional Activities for All Students

Some students will need accommodations and/or follow up small group/personalized instruction after the event

A few students will need modifications to participate in the instructional event along with personalized follow up instruction

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NJPBSIS is funded through the I.D.E.A. Act, Part B.

Page 3: Remember to Plan for a Continuum of Learning Needs PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be

Accommodations for Students with Disabilities

• Contact special education teachers to get their input for ideas and suggestions

• Provide teachers with enough lead time to make adjustments or plan for accommodations that might be needed for students in their class

• Embed highly utilized accommodations / modifications as part of the instruction (e.g., handout of the location expectations) to make the instruction accessible to all students

NJPBSIS is funded through the I.D.E.A. Act, Part B.

Page 4: Remember to Plan for a Continuum of Learning Needs PBIS is grounded in a belief in inclusion, thus the universal intervention should be designed to be

Accommodations for Students with Disabilities

• Examples of instructional event accommodations:– Designating personnel who can be available during the instructional

event if students need a break– Provide ‘follow along’ materials– Use peer partners– Use strategic positioning to minimize distractions or increase proximity to

an adult– Preview the change in schedule / routine– Develop a social story that uses a person first voice to tell the

‘expectations’ story pairing the expectations with pictures– Represent social and behavior expectations in pictures to address a

wide array of literacy needs

NJPBSIS is funded through the I.D.E.A. Act, Part B.